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Assessment & Evaluation in Higher Education Volume 44, 2019 - Issue 7
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Articles

Determinants of PhD student satisfaction: the roles of supervisor, department, and peer qualities

Gerard DericksSchool of the Built Environment, Oxford Brookes University, Oxford, UK; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-6604-600X
ORCID Icon,
Edmund ThompsonSchool of Management, University of Bath, Bath, UK; ORCID Iconhttp://orcid.org/0000-0003-1215-0447
ORCID Icon,
Margaret RobertsFaculty of Business and Law, University of West England, Bristol, UK;
&
Florence PhuaSchool of Construction Management and Engineering, University of Reading, Reading, UK
Pages 1053-1068 | Published online: 03 Apr 2019

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Jisun Jung, Huan Li & Hugo Horta. (2023) Procedures, criteria and decision-making in doctoral admissions: the case of China’s leading research universities. Assessment & Evaluation in Higher Education 48:8, pages 1119-1134.
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Faming Wang, Lily Min Zeng, Amelia Yue Zhu & Ronnel B. King. (2023) Supervisors matter, but what about peers? The distinct contributions of quality supervision and peer support to doctoral students’ research experience. Studies in Higher Education 48:11, pages 1724-1740.
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Erika Hansson & Manuela Schmidt. (2023) “A small pawn in a big game”: an exploration of doctoral students’ experience of co-supervisory relationships. Journal of Further and Higher Education 47:9, pages 1169-1181.
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Florence T. T. Phua, Gerard H. Dericks, Edmund R. Thompson & Jürgen Enders. (2023) Are satisfied students simply happy people in the first place? The role of trait affect in student satisfaction. Assessment & Evaluation in Higher Education 0:0, pages 1-18.
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Gitte Wichmann-Hansen & Karl-Johan Schmidt Nielsen. (2023) Can hands-on supervision get out of hand? The correlation between directive supervision and doctoral student independence in a Danish study context.. Scandinavian Journal of Educational Research 0:0, pages 1-16.
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Xiujuan Sun & John Trent. (2023) Shaping a sustainable doctoral pathway: a critical analysis of reflexive mediation between structure and agency in the PhD experience. Higher Education Research & Development 42:2, pages 468-482.
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Tugba Koc & Kubra Caliskan. (2023) Phubbing phenomenon in educational environments: examining the impact of supervisor phubbing on student outcomes. Journal of Further and Higher Education 47:1, pages 15-30.
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Elena Riva, Louise Gracia & Rebecca Limb. (2022) Using co-creation to facilitate PhD supervisory relationships. Journal of Further and Higher Education 46:7, pages 913-930.
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Rashmi A. Kusurkar, Ulviye Isik, Stéphanie M. E. van der Burgt, Anouk Wouters & Marianne Mak-van der Vossen. (2022) What stressors and energizers do PhD students in medicine identify for their work: A qualitative inquiry. Medical Teacher 44:5, pages 559-563.
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Mark Nartey. (2021) Navigating the doctorate: a reflection on the journey of ‘becoming’ a PhD in applied language sciences. Cogent Education 8:1.
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Samira Feizi, Bärbel Knäuper & Frank Elgar. Perceived stress and well-being in doctoral students: effects on program satisfaction and intention to quit. Higher Education Research & Development 0:0, pages 1-18.
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Articles from other publishers (46)

Theun Pieter van Tienoven, Anaïs Glorieux, Joeri Minnen & Bram Spruyt. (2023) Caught between academic calling and academic pressure? Working time characteristics, time pressure and time sovereignty predict PhD students’ research engagement. Higher Education 87:6, pages 1885-1904.
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Naomi White, Jelena Milicev, Daniel R. R. Bradford, Amy Rodger & Maria Gardani. (2023) The mental labyrinth of postgraduate research: a qualitative study of postgraduate mental health and wellbeing and the impact of the supervisory relationship. Higher Education 87:5, pages 1211-1226.
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Cassie M. Hazell, Clio Berry, Daisy Haywood, Jo Birkett, Jay‐Marie Mackenzie & Jeremy Niven. (2024) Understanding how doctoral researchers perceive research supervision to impact their mental health and well‐being. Counselling and Psychotherapy Research.
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Lichao Ma, Hao Yao & Jiaqi Hou. (2023) Exploring the Relationship Between Supervisor Support and Anxiety of Graduate Students in China: The Mediating Role of Scientific Research Efficacy. The Asia-Pacific Education Researcher 33:2, pages 321-329.
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Aparna Chakravorty, Mousumi Mukherjee & Krishan Kumar Pandey. 2024. Supervising Doctoral Candidates. Supervising Doctoral Candidates 29 42 .
Susana Pinto. (2023) International doctoral students’ perspectives on the qualities of supervisors: Expectations for intercultural supervision in Portuguese higher education. Research in Comparative and International Education 19:1, pages 46-62.
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Victoria Showunmi, Fatima Younas & Leslie Morrison Gutman. (2024) Inclusive Supervision: Bridging the Cultural Divide. Encyclopedia 4:1, pages 186-200.
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Rachel A. Smith, Garrett H. Gowen, Rosemary J. Perez, Jennifer A. Tipton, Craig A. Ogilvie & Thomas R. Brooks. (2024) Is It Any Better? A Comparison of PhD Students’ Experiences and Degree Completion Plans Between the Summers of 2020 and 2021. AERA Open 10.
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Pengcheng Yang, Yudong Gao & Xiaoyu Li. (2024) The Effect of Supportive Mentoring Style on Innovative Behavior of Master’s Degree Students: Evidence from China. SAGE Open 14:1.
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Maryam Ikram, Husaina Banu Kenayathulla & Syed Muhammad Umer Saleem. (2023) Unlocking the potential of technology usage in fostering education quality and students' satisfaction: a case of Pakistani higher education. Kybernetes.
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Vrinda Acharya & Ambigai Rajendran. (2023) A holistic model of resources to enhance the doctoral student's well-being. International Journal of Educational Management 37:6/7, pages 1445-1480.
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Mignon Wuestman, Iris Wanzenböck & Koen Frenken. (2023) Local peer communities and future academic success of Ph.D. candidates. Research Policy 52:8, pages 104844.
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Caterina Astarita & Anna Crisci. (2022) Stereotype logistic model: an application to the determinants of doctoral programme satisfaction in Italy. Quality & Quantity 57:5, pages 4029-4047.
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Ana Isabel Fraguas-Sánchez, Dolores R. Serrano, M. Ángeles Medina Sánchez & Elena González-Burgos. (2023) Higher Education vs. Professional Opportunities: The Value of Ph.D. Studies. Education Sciences 13:9, pages 909.
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Heather Turner. (2023) Exploring motivation and satisfaction in part-time PhD students. Studies in Graduate and Postdoctoral Education 14:2, pages 171-185.
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Chathuri Gunarathna, Rebecca Yang, Pabasara Wijeratne Mudiyanselage, Gayashan Amarasinghe, Tharushi Samarasinghalage, R.P. Nilmini Weerasinghe, Hongying Zhao, Chaoxiang Zhang, Chengyang Liu, Kaige Wang & Sujan Dev Sureshkumar Jayakumari. (2023) Project-based learning for proactive skills development of postgraduate students in solar energy building design digitalisation. Smart and Sustainable Built Environment.
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Kay Guccione & Billy Bryan. (2022) Worth doing but not worth having? The influence of personal aspirations and career expectations on the value of a doctorate. Studies in Graduate and Postdoctoral Education 14:1, pages 83-98.
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Vrinda Acharya, Ambigai Rajendran & Sandeep Shenoy. (2023) A framework for doctoral education in developing students’ mental well-being by integrating the demand and resources of the program: An integrative review. F1000Research 12, pages 431.
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H. R. GaneshaP. S. Aithal. (2022) Why and When Statistics is Required, and How to Simplify Choosing Appropriate Statistical Techniques During Ph.D. Program in India?. International Journal of Management, Technology, and Social Sciences, pages 514-547.
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H. R. Ganesha & P. S. Aithal. (2022) Deriving Right Sample Size and Choosing an Appropriate Sampling Technique to Select Samples from the Research Population During Ph.D. Program in India. International Journal of Applied Engineering and Management Letters, pages 288-306.
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H. R. Ganesha & P. S. Aithal. (2022) PHDRQ Model for Identifying Research Gaps and Formulating a Research Question During Ph.D. Program in India. International Journal of Case Studies in Business, IT, and Education, pages 408-421.
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